Working with Special Populations

Autor/inn/en	Brown, Josh; Ernst, Jeremy; Clark, Aaron; DeLuca, V. William; Kelly Daniel
Titel	Working with Special Populations
Quelle	In: Technology and Engineering Teacher, 77 (2018) 8, S.10-13 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0502
Schlagwörter	Special Needs Students; Individualized Instruction; Academic Accommodations (Disabilities); Economically Disadvantaged; Nontraditional Occupations; Limited English Speaking; Classroom Techniques + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Individualisierender Unterricht; Non-traditional occupations; Alternatives Berufsfeld; Klassenführung
Abstract	Teachers must adapt their instruction to accommodate individual student disabilities, culture, and life experience to improve student learning in the classroom and to ensure that all students have the opportunity to improve their knowledge and skills. One method used is differentiated instruction. Differentiated instruction is based upon the idea that all students learn in different ways and that each learner needs to receive materials and methods of instruction that fit his/her individual learning style and the appropriate curriculum (Mastropieri & Scruggs, 2007, p. 126). Differentiated instruction works for all students, but is especially useful for students in special populations. The seven "building blocks" to help educators differentiate instruction are: (1) Know the learner; (3) Quality curriculum; (4) Positive classroom environment (appropriate class size, arrangement, population); (5) Flexible teaching and learning time; (6) Multiple methods of instruction; and (7) Multiple methods of assessment. (ERIC).
Anmerkungen	International Technology and Engineering Educators Association. 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: iteea@iteea.org; Web site: https://www.iteea.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01